AI Literacy Profile of Education Faculty Students: Sample of Dicle University

This study examines AI literacy among undergraduate students at a public Turkish university. It describes current AI literacy of pre-service teachers and emphasizes the need for AI literacy inclusion in teacher training to enhance professional knowledge and skills. The survey research method was used with a quantitative approach, with a sample of 375 participants, identified through cluster sampling method. The AI Literacy Scale comprising 31 items was the data collection tool, with a 7-point Likert structure. For data analysis, normal distribution and homogeneity were checked with SPSS, the significance value was determined as 0.05, and descriptive statistics, t-test, Man Whitney U, ANOVA, Welch’s ANOVA, Kruskal Wallis, Scheffe, and Dunn tests were also measured. The findings reveal that 95% of the participants had no AI course; 79% were female; 38% studied Turkish & Social Sciences; 23% Mathematics & Science, and 16% Foreign Languages; and 23% studied only upto Primary Education. The results also reveal that participants had approximately medium AI literacy, the subject studied had a small impact on AI literacy but gender did not. Foreign Language departments showed the lowest AI literacy, possibly due to individual differences like interest and motivation. The AI literacy levels can be increased by adding AI courses to the curriculum and improving instructors’ knowledge and skills in integrating AI tools into courses.

Keywords: Artificial Intelligence, Educational Technology, Literacy, Teacher Training, Teacher Professional Competence, Use of AI
in Education.